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Making the Connection: Moore's Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education

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Title: Making the Connection: Moore's Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
Language: English
Authors: Falloon, Garry
Source: Journal of Research on Technology in Education. 2011 43(3):187-209.
Availability: International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Peer Reviewed: Y
Page Count: 23
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Electronic Learning, Distance Education, Online Courses, Program Effectiveness, Personal Autonomy, Educational Theories, Graduate Study, Teacher Education Programs, College Instruction, Interviews, Case Studies, Educational Technology, Web Based Instruction, Discussion Groups, Computer Mediated Communication, Instructional Design, Virtual Classrooms, Teleconferencing, Interactive Video, Synchronous Communication, Asynchronous Communication
Geographic Terms: New Zealand
ISSN: 1539-1523
Abstract: This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore's Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore's theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore's theory provides a useful conceptual "lens" through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning. (Contains 1 figure and 4 tables.)
Abstractor: As Provided
Number of References: 42
Entry Date: 2011
Accession Number: EJ918904
Database: ERIC
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  Data: This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore's Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore's theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore's theory provides a useful conceptual "lens" through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning. (Contains 1 figure and 4 tables.)
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      – SubjectFull: Distance Education
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      – SubjectFull: New Zealand
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